Browsing by Author "Rosso Jaimes, Miguel Antonio"

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Estrategias y actividades de aula para la enseñanza del concepto Ser en la filosofía de santo Tomás de Aquino
Algarra-Pulido, Anderson Fabian; Rosso Jaimes, Miguel Antonio
The purpose of this degree work is to demonstrate how the concept of Being in Santo Tomás de Aquino can be applied in the classroom, especially with 11th grade students, from the Colegio Bachillerato Patria. To carry it out, it is worth highlighting three transversal ideas; the concept of Being in Saint Thomas, significant learning and didactic transposition, finally, the didactic strategy for the application of the concept of Being in Saint Thomas Aquinas. In the first moment, to speak of the concept of Being is to mention the terminology of act-potency, matter-form, simple-compound and entity-essence, which directs the reader to the ontology of Saint Thomas. In the second moment, talking about meaningful learning allows students to assimilate the most relevant content and to anchor it in context. In addition, in this section is the didactic transposition that facilitates passing the wise knowledge to the taught knowledge, that is, transforming a complex concept into a terminology that adapts to the environment for better learning. In the third moment, a didactic strategy is proposed in the classroom so that students understand the concept of Being, through an accessible language and an activity that strengthens learning, from team and individual work.
Re-significación de la evaluación en pos de una evaluación para el aprendizaje
Tibocha Buitrago, Juan Ernesto; Rosso Jaimes, Miguel Antonio; Villamizar, Diego Fernando
The evaluation plays an indispensable role in the formation and in the teaching and learning processes, but, having several important characteristics to help with these processes, in reality the evaluation has been marginalized to be just a step prior to qualification, a supervisor that punish, a control tool and even a filter to promote grade, the above-mentioned obeys the notions that exists for this term and the consideration that has been made of it, without making it part of the other dimensions of education. This work is intended to resignify the concept of evaluation and integrate it into the teaching processes, so that the student is an active participant in their own training, using for this purpose the evaluation for learning, as it restores the role of the evaluation and gives it a more formative sense than punitive.